The Two Sides of Thought

On this page I am just putting excerpts out and looking at them,so I may personally see what they "hold " as form

A Theory : Animal exploration is primarily motor in nature. An animal must move around an unfamiliar thing or situation to come to any understanding of it – to determine its affective relevance and sensory nature. This process of moving around experimentally appears as a consequence of the interaction between the mutually regulatory or inhibitory evaluative systems whose responsibilities are identification of potential danger, or threat, and potential satisfaction, or promise

. In the human case, each of these systems apparently comes, in the course of normal development, to dominate one of our twinned cortical hemispheres: the right governs response to threat (and to punishment),         while the left controls response to promise and, perhaps (although much less clearly) to satisfaction   

 me-  (in the above the titled Animal is same a that titled Human)  and mammals have two hemisphere brains,thus makes sense,because all of us animals evolved together in this environment called "Earth"!

 “Positive” and “negative” are not opposite ends of a continuum, however – not in any straightforward way. The two “states” appear orthogonal, although (perhaps) mutually inhibitory. Furthermore, “positive” and “negative” are not simple: each can be subdivided, in a more or less satisfactory manner, at least once. Positively valued things, for example, can be satisfying or promising (can serve as consummatory or incentive rewards, respectively55). Many satisfying things are consumable, in the literal sense, as outlined previously. Food, for example, is a consummatory reward to the hungry – which means that it is valued under such circumstances as a satisfaction. Likewise, water satisfies the man deprived of liquid. Sexual contact is rewarding to the lustful, and warmth is desirable to those without shelter. Sometimes more complex stimuli are satisfying, or rewarding, as well. It all depends on what is presently desired, and how that desire plays itself out. A mild verbal reprimand might well foster feelings of relief in the individual who expects a severe physical beating – which is to say, technically, that the absence of an expected punishment can serve quite effectively as a

reward (it is in fact the form of reward that the tyrant prefers). Regardless of their form, attained satisfactions produce satiation, calm and somnolent pleasure, and (temporary) cessation of the behaviors directed to that particular end – although behaviors which culminate in a satisfactory conclusion are more likely to be manifested, in the future, when “instinctive” or “voluntary” desire re-emerges.

The left hemisphere, by contrast, appears particularly skilled at linguistic processing and communication, at detailed, linear thinking, at fine motor skill, and at the comprehension of wholes in terms of their constituent elements.154 The left hemisphere – particularly its frontal or motor (sub)unit – also governs approach behavior,155 in the presence of cues of satisfaction, is integrally involved in the production of positive affect, and appears particularly good at carrying out practiced activities, at applying familiar modes of apprehension. The left seems at its best when what is and what should be done are no longer questions; when tradition governs behavior, and the nature and meaning of things has been fixed. The dual specialization of the left – for what has been practiced, and for what is positive – can be understood, in part, in the following manner: positive affect rules in known territory, by definition: a thing or situation has been explored most optimally (and is therefore most well known) if it has been transformed by behavioral adaptations manifested in its presence into something of determinate use (or satisfaction) or into potential for such (into promise). The

The right hemisphere, in contrast to the left, appears to have remained in direct contact with – appears specialized for encounter with – the unknown and its terrors, which are apperceived in the domain of instinct, motivation, and affect, long before they can be classified or comprehended intellectually. The right hemisphere’s capacity for inhibition and extinction of behavior (for inducing caution during exploration, for governing flight, for producing negative affect) ensures that due respect is granted the inexplicable (and therefore dangerous) when it makes its appearance. The right’s aptitude for global pattern recognition (which appears as a consequence of its basic neurophysiological structure156) helps ensure that a provisional notion (a fantastic representation) of the unknown event (what it is like, how action should be conducted in its presence, what other things or situations it brings to mind) might be rapidly formulated. The right hemisphere appears integrally involved in the initial stages of analysis of the unexpected or novel – and its a priori hypothesis is always this: this (unknown) place, this unfamiliar space, this unexplored territory is dangerous, and therefore partakes in the properties of all other known dangerous places and territories, and all those that remain unknown, as well. This form of information-processing – “a” is “b” – is metaphor; generation of metaphor (key to the construction of narratives – dreams, dramas, stories and
myth) might well be regarded as the first stage of hypothesis construction. As situation-specific adaptive behaviors are generated, as a consequence of exploration, this provisional labelling or hypothesis (or fantasy) might well undergo modification (assuming nothing actually punishing or determinately threatening occurs); such modification constitutes further and more detailed learning. Anxiety recedes, in the absence of punishment or further threat (including novelty); hope occupies the affective forefront, accompanied by the desire to move forward, and to explore (under the governance of the left hemisphere).

Corpus Callosum Disorders  -(Disorders of the corpus callosum) DCC


Behavioral Characteristics Related to DCC

This is an overview of the behavioral characteristics which are often evident in individuals with DCC.

Delays in attaining developmental milestones (for example, walking, talking, or reading). Delays may range from very subtle to highly significant.

Clumsiness and poor motor coordination, particularly on skills that require coordination of left and right hands and feet (for example, swimming, bike riding, tying shoes, driving).

Atypical sensitivity to particular sensory cues (for example, food textures, certain types of touch) but often with a high tolerance to pain.

Difficulties on multidimensional tasks, such as using language in social situations (for example, jokes, metaphors), appropriate motor responses to visual information (for example, stepping on others’ toes, handwriting runs off the page), and the use of complex reasoning, creativity and problem solving (for example, coping with math and science requirements in middle school and high school, budgeting).

Challenges with social interactions due to difficulty imagining potential consequences of behavior, being insensitive to the thoughts and feelings of others, and misunderstanding social cues (for example, being vulnerable to suggestion, gullible, and not recognizing emotions communicated by tone of voice).

Mental and social processing problems become more apparent with age, with problems particularly evident from junior high school into adulthood.

Limited insight into their own behavior, social problems, and mental challenges.

These symptoms occur in various combinations and severity. In many cases, they are attributed incorrectly to one or more of the following: personality traits, poor parenting, ADHD, autism spectrum disorders, Nonverbal Learning Disability, specific learning disabilities, or psychiatric disorders. It is critical to note that these alternative conditions are diagnosed through behavioral observation. In contrast, DCC is a definite structural abnormality of the brain diagnosed by an MRI. These alternative behavioral diagnoses may, in some cases, represent a reasonable description of the behavior of a person with DCC. However, they misrepresent the cause of the behavior.


                     excerpts from; Einstein’s Corpus Callosum Explains His Genius-Level Intellect 


The Corpus Callosum Study

The latest research study, entitled The Corpus Callosum of Albert Einstein’s Brain: Another Clue to His High Intelligence, was published in the research journal Brain.

The study demonstrated that the association between the left and right hemispheres of Einstein’s brain were atypical, with enhanced connection between these two parts. Evolutionary Anthropologist, Dean Falk, of Florida State University, collaborated on the project. Falk explains how the study offers greater insight into the illustrious physicist’s brain, improving upon prior research studies.

Corpus callosum connecting the left and right hemispheres
Diagram showing the corpus callosum, connecting the left and right hemispheres of the brain

The part of the brain that connects the two hemispheres of the brain is known as the corpus callosum (A.K.A. the colossal commissure), a bundle of neuronal fibers that sits beneath the cerebral cortex, uniting the two hemispheres in the brains of higher order mammals.

The study, which was led by Weiwei Men of East China Normal University, managed to establish a novel technique to explore the “internal connectivity” of Einstein’s corpus callosum, for the very first time.

Using their new method, the team were able to determine the relative thickness of various subdivisions throughout length of the corpus callosum. These differences in thickness were then color-coded to provide the research group with an approximation for the number of neurons stretching between the left and rights hemispheres; a thicker corpus callosum suggests there to be a greater number of neurons.

In addition, different regions of the corpus callosum are implicated in specialist functions. For example, neurons situated at the front of this interlinking region of the brain are involved in movement of hands, whilst neurons running along its posterior are thought to be implicated in mental arithmetic.

The researchers applied their technique to compare Einstein’s corpus callosum to two sample groups, including one group of over a dozen elderly men, and another group of 52 men that were Einstein’s age in 1905. 1905 was a pivotal year in Albert Einstein’s life, publishing seminal articles on Brownian motion, the special theory of relativity, the photoelectric effect, as well as work that yielded the renowned E = mc2 formula.

Following their study, the researchers concluded that Einstein’s brain demonstrated more extensive connections at particular points along the corpus callosum. The team suggest this could, at least partially, explain some of Einstein’s supreme intellectual abilities.


Neuroscientists find link between agenesis of the corpus callosum and autism

Building on their prior work, a team of neuroscientists at Caltech now report that rare patients who are missing connections between the left and right sides of their brain—a condition known as agenesis of the corpus callosum (AgCC)—show a strikingly high incidence of autism. The study is the first to show a link between the two disorders.

The findings are reported in a paper published April 22, 2014, in the journal Brain.

The corpus callosum is the largest connection in the human brain, connecting the left and right brain hemispheres via about 200 million fibers. In very rare cases it is surgically cut to treat epilepsy—causing the famous "split-brain" syndrome, for whose discovery the late Caltech professor Roger Sperry received the Nobel Prize. People with AgCC are like split-brain patients in that they are missing their corpus callosum—except they are born this way. In spite of this significant brain malformation, many of these individuals are relatively high-functioning individuals, with jobs and families, but they tend to have difficulty interacting with other people, among other symptoms such as memory deficits and developmental delays. These difficulties in social behavior bear a strong resemblance to those faced by high-functioning people with autism spectrum disorder.


Corpus Callosum: Your Child’s Superhighway for Connecting the Emotional and Logical Sides of the Brain for Better Learning

          excerpt from site above;  

Corpus Callosum: Fun Facts

To understand the corpus callosum better, here are a few fun facts to remember:

  • It is the largest bundle of nerves in the entire nervous system
  • Until around 1950, the function of the corpus callosum was a complete mystery
  • In rare occasions, it is completely absent at birth
  • Occasionally, the corpus callosum is surgically cut to treat epilepsy
  • It was originally thought to physically hold the two hemispheres of the brain together


Cultural Beliefs And The Two Hemispheres


Can you teach people to have empathy? BBC


Human beings are naturally primed to embrace this message. According to the latest neuroscience research, 98% of people (the exceptions include those with psychopathic tendencies) have the ability to empathise wired into their brains - an in-built capacity for stepping into the shoes of others and understanding their feelings and perspectives.

The problem is that most don't tap into their full empathic potential in everyday life.

You can easily find yourself passing by a mother struggling with a pram on some steps as you rush to a work meeting, or read about a tragic earthquake in a distant country then let it slip your mind as you click a link to check the latest football results. 


How EmpathicAre You?    - sfhelp.org

                     excerpt from;  sfhelp.org

               But, like language, the development of this inherent tendency may be affected by early experience. As evidence, look no further than ancient Greece - at the millennia-old child-rearing practices of Sparta and Athens. Spartans, who were celebrated almost exclusively as warriors, raised their ruling-class boys in an environment of uncompromising brutality - enlisting them in boot camp at age 7, and starving them to encourage enough deviousness and cunning to steal food - which skillfully bred yet more generations of ruthless killers.

  In Athens, future leaders were brought up in a more nurturing and peaceful way, at home with their mothers and nurses, starting education in music and poetry at 6. They became pioneers of democracy, art, theater and culture. "Just like we can train people to kill, the same is true with empathy. You can be taught to be a Spartan or an Athenian - and you can taught to be both," says Teeny Gross, executive director of the outreach group Institute for the Study and Practice of Nonviolence in Providence, R.I., and a former sergeant in the Israeli army.

  What the ancient Greeks intuited is supported by research today. Childhood - as early as infancy - is now known to be a critical time for the development of empathy. And although children can be astonishingly resilient, surviving and sometimes thriving despite abuse and neglect, studies show that those who experience such early trauma are at much greater risk of becoming aggressive or even psychopathic later on, bullying other children or being victimized by bullies themselves.

  Simple neglect can be surprisingly damaging. In 2007, researchers published the first randomized, controlled study of the effect of being raised in an orphanage; that study, and subsequent research on the same sample of Romanian orphans, found that compared with babies placed with a foster family, those who were sent to institutions had lower IQs, slower physical growth, problems with human attachment and differences in functioning in brain areas related to emotional development.